Specific learning difficulties in second language learning and teaching

Kormos, J. (2020) Specific learning difficulties in second language learning and teaching. Language Teaching, 53 (2). pp. 129-143. ISSN 0261-4448

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Abstract

Individual differences that have an impact on the processes and outcomes of second language (L2) learning have been thoroughly investigated; but, until recently, the study of language learners with additional needs was at the periphery of both second language acquisition (SLA) and language teaching pedagogy (e.g. Nijakowska, 2010; Kormos & Smith, 2012; Kormos, 2017). Specific learning difficulties (SLDs), which affect between 5 and 15% of the population (Drabble, 2013), often have an impact on how additional languages are acquired. Therefore, in order to create an inclusive language learning context and set up effective instructional programmes, it is essential to understand how children with SLDs develop their competence in additional languages.

Item Type:
Journal Article
Journal or Publication Title:
Language Teaching
Additional Information:
ttps://www.cambridge.org/core/journals/language-teaching/article/specific-learning-difficulties-in-second-language-learning-and-teaching/33C0B756808AF42FF4F11FA90A736B61 The final, definitive version of this article has been published in the Journal, Language Teaching, 53 (2), pp 129-143 2020, © 2020 Cambridge University Press.
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/asjc/1200/1203
Subjects:
ID Code:
149016
Deposited By:
Deposited On:
12 Nov 2020 16:30
Refereed?:
Yes
Published?:
Published
Last Modified:
29 Nov 2020 06:49